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British Journal of Educational Psychology

David W Putwain, Wendy Symes, Hannah M Wilkinson
BACKGROUND: Fear appeals are persuasive messages that draw attention to the negative consequences (e.g., academic failure) that follow a particular course of action (e.g., not engaging in lessons) and how negative consequences can be avoided with an alternate course of action. Previous studies have shown that when fear appeals are appraised as threatening, they are related to lower examination performance. AIM: In this study, we examined how challenge, as well as threat, appraisals are indirectly related to performance on a mathematics examination through behavioural engagement...
October 20, 2016: British Journal of Educational Psychology
Simon A Moss, Melanie Irons, Martin Boland
BACKGROUND AND AIMS: Lecturers often present entertaining videos, or organize a variety of amusing demonstrations, to foster student engagement or to encourage critical analysis. Magic tricks, in particular, have been shown to activate neural circuits that underpin motivation or problem-solving and, therefore, could be beneficial during lectures. Nevertheless, we hypothesize that, unless the method that underpins these tricks is revealed, students may ruminate over possible explanations, distracting attention from the lecture material...
October 18, 2016: British Journal of Educational Psychology
Maria Gouveia-Pereira, Jorge Vala, Isabel Correia
BACKGROUND: Teachers' legitimacy is central to school functioning. Teachers' justice, whether distributive or procedural, predicts teachers' legitimacy. AIMS: What is still do be found, and constitutes the goal of this paper, is whether unjust treatment by a teacher affects the legitimacy of the teacher differently when the student knows that the teacher was fair to a peer (comparative judgement) or when the student does not have that information (autonomous judgement)...
October 15, 2016: British Journal of Educational Psychology
Weijian Li, Haojie Ji, Fengying Li, Ping Li, Yuchi Zhang, Xinyu Li
BACKGROUND: Like adults, children need to allocate study time and endeavour optimally in order to enhance learning effectiveness. AIMS: The aim of this study was to investigate the development of shifting from habitual to agenda-based processes on study decisions. SAMPLE: The participants were 309 children in the second, fourth, and sixth grades. METHODS: We adopted the research paradigm proposed by Ariel and Dunlosky (, Mem...
October 14, 2016: British Journal of Educational Psychology
Lenka Kollerová, Filip Smolík
BACKGROUND: Past research has shown that peer victimization by bullying is associated with peer rejection and fear of victimization, but little is known about the interplay between victimization and other characteristics in the prediction of these experiences. We assume that the associations between victimization and peer rejection/fear of victimization are moderated by multiple characteristics, including aspects of peer ecology. AIMS: The study tested whether the links between victimization and peer rejection/fear of victimization are moderated by gender, peer support, and two features of classroom peer ecology: classroom victimization rate and classroom hierarchy (the variability of popularity among students)...
September 21, 2016: British Journal of Educational Psychology
Amanda M Sjoblom, Elizabeth Eaton, Steven D Stagg
BACKGROUND: Zorzi et al. (2012, Proc. Natl. Acad. Sci. U.S.A., 109, 11455) found evidence that extra-large letter spacing aids children with dyslexia, but the evidence for the coloured overlays is contradictory (e.g., Henderson et al., 2013, J. Res. Special Educ. Needs, 13, 57; Wilkins, 2002, Ophthalmic Physiol. Opt., 22, 448), and possible combined advantages have not been identified. AIMS: To investigate whether extra-large letter spacing or coloured overlays can alleviate reading problems in dyslexic adults...
September 14, 2016: British Journal of Educational Psychology
Gavin T L Brown, Elizabeth R Peterson, Esther S Yao
BACKGROUND: Lecturers give feedback on assessed work in the hope that students will take it on board and use it to help regulate their learning for the next assessment. However, little is known about how students' conceptions of feedback relate to students' self-regulated learning and self-efficacy beliefs and academic performance. AIMS: This study explores student beliefs about the role and purpose of feedback and the relationship of those beliefs to self-reported self-regulation and self-efficacy, and achievement...
September 9, 2016: British Journal of Educational Psychology
Federica Bianco, Serena Lecce
BACKGROUND: Translating research findings into practice should be one of the objectives of developmental psychology. Recently, research demonstrated the existence of individual differences in theory of mind (ToM) during middle childhood that are crucial for children's academic and social adjustment. AIMS: This study aims to transfer the results of recent experimental studies on ToM interventions into primary-school teachers' practices. It examines whether a ToM training programme, based on conversations about mental states, can be effective under real-world school conditions and if it can be translated in such a way that it becomes suitable for primary-school teachers...
August 13, 2016: British Journal of Educational Psychology
D Jake Follmer, Rayne A Sperling
BACKGROUND: Researchers have demonstrated significant relations among executive function, metacognition, and self-regulated learning. However, prior research emphasized the use of indirect measures of executive function and did not evaluate how specific executive functions are related to participants' self-regulated learning. AIMS: The primary goals of the current study were to examine and test the relations among executive function, metacognition, and self-regulated learning as well as to examine how self-regulated learning is informed by executive function...
August 12, 2016: British Journal of Educational Psychology
Bethany Rittle-Johnson, Emily R Fyfe, Abbey M Loehr
BACKGROUND: Students, parents, teachers, and theorists often advocate for direct instruction on both concepts and procedures, but some theorists suggest that including instruction on procedures in combination with concepts may limit learning opportunities and student understanding. AIMS: This study evaluated the effect of instruction on a math concept and procedure within the same lesson relative to a comparable amount of instruction on the concept alone. Direct instruction was provided before or after solving problems to evaluate whether the type of instruction interacted with the timing of instruction within a lesson...
August 9, 2016: British Journal of Educational Psychology
Paul O'Callaghan, Aimee McIvor, Claire McVeigh, Teresa Rushe
BACKGROUND: Many school-based interventions are being delivered in the absence of evidence of effectiveness (Snowling & Hulme, 2011, Br. J. Educ. Psychol., 81, 1). AIMS: This study sought to address this oversight by evaluating the effectiveness of the commonly used the Lexia Reading Core5 intervention, with 4- to 6-year-old pupils in Northern Ireland. SAMPLE: A total of 126 primary school pupils in year 1 and year 2 were screened on the Phonological Assessment Battery 2nd Edition (PhAB-2)...
July 30, 2016: British Journal of Educational Psychology
Andrew K Tolmie, Zayba Ghazali, Suzanne Morris
BACKGROUND: Research has identified the core skills that predict success during primary school in reading and arithmetic, and this knowledge increasingly informs teaching. However, there has been no comparable work that pinpoints the core skills that underlie success in science. AIMS AND METHOD: The present paper attempts to redress this by examining candidate skills and considering what is known about the way in which they emerge, how they relate to each other and to other abilities, how they change with age, and how their growth may vary between topic areas...
September 2016: British Journal of Educational Psychology
Claire Wilson, Lisa Marks Woolfson, Kevin Durkin, Mark A Elliott
BACKGROUND: Inclusive education of children with intellectual disabilities (ID) is intended to maximize their educational experience within the mainstream school setting. While policy mandates inclusion, it is classroom teachers' behaviours that determine its success. AIMS: This study provided a novel application of the theory of planned behaviour (TPB) in this setting. It examined the effect of TPB variables and personality on reported inclusive teaching behaviours for learners with ID...
September 2016: British Journal of Educational Psychology
Wendy Symes, David W Putwain
BACKGROUND: Prior to high-stakes examinations, teachers may use value-promoting messages (VPMs) to communicate to students the value and importance of their forthcoming examinations in the hope that they will adopt adaptive learning and study behaviours. These messages can focus on achieving success (gain-framed) or avoiding failure (loss-framed). AIMS: This study examined how secondary school students appraised hypothetical gain- and loss-framed VPMs, and how these appraisals differed according to self-reported levels of attainment value (AV) and academic self-efficacy (ASE)...
September 2016: British Journal of Educational Psychology
Sylke W M Toll, Evelyn H Kroesbergen, Johannes E H Van Luit
BACKGROUND: Evidence exists that there are two main underlying cognitive factors in mathematical difficulties: working memory and number sense. It is suggested that real math difficulties appear when both working memory and number sense are weak, here referred to as the double deficit (DD) hypothesis. AIMS: The aim of this study was to test the DD hypothesis within a longitudinal time span of 2 years. SAMPLE: A total of 670 children participated...
September 2016: British Journal of Educational Psychology
David Messer, Lucy A Henry, Gilly Nash
BACKGROUND: Few investigations have examined the relationship between a comprehensive range of executive functioning (EF) abilities and reading. AIMS: Our investigation identified components of EF that independently predicted single word reading, and determined whether their predictive role remained when additional variables were included in the regression analyses. This provided information about the EF processes that are related to reading, and the unity and diversity of EF...
September 2016: British Journal of Educational Psychology
Jennifer Hayes, Ian Stewart
BACKGROUND: Previous research found that pre-teenage ability to derive arbitrary 'same', 'opposite', 'more', and 'less' relations correlated with measured intelligence quotient (IQ) and that training this derived relational responding (DRR) skill produced substantial IQ rises. AIMS: This study extended previous work by comparing the effects of DRR training (using strengthening mental abilities with relational training [SMART], an automated online training protocol) with the effects of a similar quantity of training in 'Scratch' computer coding...
September 2016: British Journal of Educational Psychology
Charlotte R Pennington, Derek Heim
BACKGROUND: Women in mathematical domains may become attuned to situational cues that signal a discredited social identity, contributing to their lower achievement and underrepresentation. AIM: This study examined whether heightened in-group representation alleviates the effects of stereotype threat on women's mathematical performance. It further investigated whether single-sex testing environments and stereotype threat influenced participants to believe that their ability was fixed (fixed mindset) rather than a trait that could be developed (growth mindset)...
September 2016: British Journal of Educational Psychology
Joke Torbeyns, Greet Peters, Bert De Smedt, Pol Ghesquière, Lieven Verschaffel
BACKGROUND: In the last decades, children's understanding of mathematical principles has become an important research topic. Different from the commutativity and inversion principles, only few studies have focused on children's understanding of the addition/subtraction complement principle (if a - b = c, then c + b = a), mainly relying on verbal techniques. AIM: This contribution aimed at deepening our understanding of children's knowledge of the addition/subtraction complement principle, combining verbal and non-verbal techniques...
September 2016: British Journal of Educational Psychology
Catherine Verniers, Delphine Martinot, Benoît Dompnier
BACKGROUND: The feminization of school hypothesis suggests that boys underachieve in school compared to girls because school rewards feminine characteristics that are at odds with boys' masculine features. AIMS: The feminization of school hypothesis lacks empirical evidence. The aim of this study was to test this hypothesis by examining the extent to which school demands are actually associated with female more than male students. SAMPLE AND METHOD: A large sample of 1,954 students (1,115 girls and 839 boys) from grades seven, nine, 10, and 12 took part in the study...
September 2016: British Journal of Educational Psychology
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